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Writing Recount Text By Using Sequence Pictures

Enhancing the Competence of Writing Recount Text By Using Sequence Pictures (A Classroom Action Research on the Eighth Year Students of MTs Sunan Kalijaga Siwuluh Brebes in Academic Year 2010/2011).

The use of Sequence Pictures, Students' Writing Recount Text This classroom action research (CAR) is intended to improve the eighth year students' competence writing recount text at SMK Kosgoro Nganjuk in the 2010/2011 Academic Year by using sequence pictures. This CAR consists of three cycles, in which each cycle covers four main stages including: the planning of the action, the implementation of the action, classroom observation and reflection. Meanwhile, the supporting data are taken observation. The subject of this research is class X SMK Kosgoro Nganjuk. In order to know the students' competence writing recount text, the result of each test is analyzed.

The students' participation during the teaching and learning process is gained from result of observation. The result of the average score of the writing test in the first cycle is M=63.75 and second cycle is M=69,5 that is classified in the fair category. This result doesn't achieved the target average score in this research that is M>70. Besides, based on the classroom observation that is done in the first and the second cycle, it was found that the students' involvement in the process of writing recount text is 72.5% and 80%. Therefore, the actions are proceeded to the third cycle by revising the first and the second action cycle such as: optimalizing the students' participation in the process of activities, giving enough vocabularies and some information related to the text and the way to write recount text. The results of the average score of the writing test in the third cycle is better M=73.25 that is classified in the good category. Besides, the students' involvement in the writing process improved from 72.5% in the first cycle up to 87.5% in the third cycle.

It means that both the students' writing test and the students' involvement in the writing process improved in the third cycle and fulfilled the target of this research. Based on the results, it can be concluded that the using sequence pictures can improve students' writing recount text. Then it is suggested to the English teacher to apply sequence pictures as the alternative media of English teaching media, especially in teaching writing recount text. This is expected to facilitate and to help the students collaborate and share knowledge and experiences with their peers to solve the writing recount text problems.

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PROSEDUR PENENTUAN PESERTA PLPG SERTIFIKASI GURU DALAM JABATAN TAHUN 2011

PROSEDUR PENENTUAN PESERTA PLPG SERTIFIKASI GURU DALAM JABATAN TAHUN 2011


Seperti yang telah dijelaskan sebelumnya, bahwa penyelenggaraan sertifikasi guru dalam jabatan tahun 2011 dibagi dalam 3 (tiga) pola sebagai berikut:
  1. Penilaian Portofolio (PF)
  2. Pemberian Sertifikat Pendidik secara Langsung (PSPL)
  3. Pendidikan dan Latihan Profesi Guru (PLPG)
Adapun alur pola sertifikasi guru dalam jabatan tahun 2011 adalah sebagai berikut:
  1. Guru dalam jabatan yang memenuhi persyaratan sebagai peserta sertifikasi guru pertama kali harus melakukan penilaian terhadap kesiapan dirinya dalam mengikuti uji kompetensi melalui penilaian portofolio untuk mendapatkan sertifikat pendidik. Kesiapan yang dimaksud adalah: (1) ketersediaan dan kelengkapan dokumen portofolio yang dimilikinya, (2) telah melakukan penilaian sendiri terhadap dokumen portofolio yang dimilikinya, dan (3) memiliki kesiapan diri untuk mengikuti tes awal.

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